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Advanced High School Physical Science - Chemistry (one year)
Standards, Supporting Skills, Assessments, and Resources
Indicator 1: Describe structures and properties of, and changes in, matter
Bloom’s
Taxonomy
Level
Standard
Supporting Skills
Assessments
Resources
(Analysis)
9-12.P.1.1. Students are
able to use the Periodic
Table to determine the
atomic structure of
elements, valence number,
family relationships, and
regions (metals,
nonmetals, and
metalloids).
Determine protons,
neutrons, electrons,
mass number, and
atomic number from
the Periodic Table.
Determine the
number of valence
electrons for
elements in the main
(s&p) blocks of the
Periodic Table.
Identify the relative
Early Theories of Matter
Early Philosophers
John Dalton
Defining the Atom
Subatomic Particles and the Nuclear
Atom
Discovering the electron
The nuclear atom
How Atoms Differ
Atomic number
Isotopes and mass number
Mass of individual atoms
Development of the modern Periodic
Table
History of the Periodic Table
Chapter 4
Chapter 6
metallic character of
an element based on
its location on the
Periodic Table.
Development
- Newland
- Meyer Mendevleev
- Moseley
Modern Periodic Table
- Classifying Elements
Group (family)
-Alkali
-Alkaline Earth
-Halogen
-Noble Gases
Metal vs. Nonmetal
Representative vs. Transition
Transition vs. Inner Transition
-Lanthanide vs. Actinide
Classifications of Elements
Organize elements by
configuration
- Valance Electrons
- Valance Electrons and
Perios
- Valence Electrons and
Chapter 6
Group Numbers
Periodic Trends
Atomic Radius
-period vs. group trend
Ionic Radius
-period vs. group trend
Ionization energy
- period vs. group trend
Electronegativity
- period vs. group trend
(Comprehension)
9-12.P.1.2. Students are
able to describe ways that
atoms combine.
Name and write
formulas for binary
ionic and covalent
compounds.
Example: sodium
Forming Chemical Bonds
Chemical bonds
- formation of positive ions
- formation of negative ions
Formation and nature of Ionic Bonds
Ionic bonds
Chapter 8 & 9
chloride (NaCl),
carbon dioxide
(CO2)
Compare the roles
of electrons in
covalent, ionic, and
metallic bonding.
Discuss the special
nature of carbon
covalent bonds.
Properties of Ionic Bonds
-energy and the Ionic Bond
Names and formulas for Ionic
Compounds
formulas for Ionic compounds
- determine the charge
(oxidation number)
- Compounds with
Polyatomic Ions
naming Ions and Ionic
compounds
Metallic bonds and Properties of Metals
Metallic Bonds
- properties of metals
Alloys
Covalent Bond
Why do atoms bond?
Covalent bond formation
Single covalent bond
Multiple covalent bonds
- Sigma vs. Pi Bond
Naming Molecules
Naming binary molecular
compounds
Naming acids
- binary
- ternary or oxyacids
Writing formulas from names
Forces of Attraction
Intramolecular Forces
- ionic
- covalent
- metallic
Intermolecular Forces
- Dispersion Force (London
Forces)
- Dipole-Dipole
- Hydrogen Bonds
Liquids and Solids
Liquids
- density and comopession
- fluidity
- viscosity
Chapter 13
- viscosity and temp
- surface tension
- capillary action
Solids
density
crystalline solids
- unit cells
simple vs. body-centered
vs. Face centered
molecular solids
covalent network solids
ionic solids
metallic solids
Phase Changes
endothermic phase changes
- melting
- vaporization
- sublimation
exothermic phase changes
- condensation
- deposition
- freezing
phase diagram
(Application)
9-12.P.1.3. Students are
able to predict whether
reactions will speed up or
slow down as conditions
change.
Examples:
temperature,
concentration, surface
area, and catalysts
Classifying chemical reactions
synthesis reaction
combustion reaction
decomposition reaction
replacement reactions
- single vs. double
Rate of reaction factors
Chapter 10
(Application)
9-12.P.1.4. Students are
able to balance chemical
equations by applying the
Law of Conservation of
Matter.
Trace number of
particles in
diagrams and
pictures of balanced
Reaction and Equations
evidence of chemical reactions
representing chemical
reactions
- word equation
- skeleton equation
- chemical equation
Chapter 10
equations.
Example: Write out
an equation
with symbols:
Mg + 2HCL
MgCl2 + 2H2
balancing chemical equations
conversation of mass
Chapter 3
(Comprehension)
9-12.P.1.5. Students are
able to distinguish among
chemical, physical, and
nuclear changes.
Differentiate
between physical
and chemical
properties used to
describe matter.
Identify key
indicators of
chemical and
physical changes.
Describe the effects
of changing
pressure, volume, or
temperature upon
gases.
Identify
characteristics of a
solution and factors
Properties of Matter
Pure substances
- element vs. compound
physical properties of matter
- intensive vs. extensive
chemical properties of matter
observing properties of matter
states of matter
- gas vs. liquid vs. solid
Changes in Matter
physical changes
chemical changes
- evidence of chemical
reaction
Mixtures of Matter
Chapter 3
that affect the rate
of solution
formation.
Explain the
differences among
nuclear, chemical,
and physical
changes at the
atomic level.
Examples: solute,
solvent,
concentrated,
dilute, saturated,
unsaturated,
supersaturated
Factors affecting
rate: agitation,
heating, particle
size, pictures of
particles
mixtures
- homogeneous vs.
heterogeneous
- solution vs. colloid vs.
suspension
- solution formation
separation of mixtures
- filtration
- distillation
- crystallization
- chromatography
Pure Substances: elements and
compounds
Law of Definite Proportion
Law of Multiple Proportion
Gases
Kinetic-Molecular Theory
- particle size
- particle motion
- particle energy
explain the behavior of gases
Chapter 18
Chapter 13
- low density
- compession and expansion
- diffusion vs. effusion
Graham’s Law of Effusion
Gas Pressure
- measuring air pressure
-Barometer vs. manometer
- units of pressure
- Dalton’s Law of Partial
Pressure
Unstable Nuclei and radioactive Decay
Radioactivity
Types of radiation
- Alpha Radiation
- Beta Radiation
- Gamma Radiation
- Nuclear Stability
Nuclear Radiation
Discovery of radioactivity
Types of radiation
- Alpha
- Beta
- Gamma
Radioactive Decay
Nuclear Stability
Types of Radioactive Decay
- Alpha
- Beta
- Gamma
- Positron Emission
- Electron Capture
writing and balancing nuclear
equations
Radioactive Series
Transmutation
induced transmutation
radioactive decay rates
radioactive dating
Fission and Fusion
nuclear reactions and energy
nuclear fission
nuclear reactor
nuclear fusion
Applications and effects of Nuclear
Reactions
detecting radioactivity
uses of radiation
biological effects of radiation
Indicator 3: Analyze interactions of energy and matter.
Bloom’s
Taxonomy
Level
Standard
Supporting Skills
Assessments
Resources
(Application)
9-12.P.3.1. Students are
able to describe the
relationships among
potential energy, kinetic
energy, and work as
applied to the Law of
States of Matter
- Kinetic Theory
- Thermal Energy
- Average Kinetic Energy
Chapter 16
Conservation of Energy.
Describe how
energy can be
transferred and
transformed to
produce useful
work.
Examples:
Diagram simple
energy transfers,
describing the
objects and the
forms of energy
gained and lost.
Use simple
machines as an
example of the
transmission of
energy.
Given the formulas,
calculate the
mechanical
advantage and
efficiency of
selected systems.
Explain methods of
heat transfer.
Examples:
Thermal Expansion
Solid or Liquid?
- Amorphous Solid vs. Liquid
Crystals
How thermal energy affects matter
Properties of fluids
- Archimede’s Principle
- Pascal’s Principle
- Bernoulli’s Principle
conductio
n,
radiation,
and
convectio
n
Physical Science
Performance Descriptors
Advanced
High school students performing at the advanced level:
predict the type of bonds formed as elements combine;
balance chemical equations involving polyatomic ions;
analyze and solve a problem involving velocity, acceleration, force, work, energy, or power;
construct or design a model that illustrates the Law of Conservation of Energy to show energy changes
from potential to kinetic in doing work;
describe electrical effects in terms of motion and concentrations of charged particles.
Proficient
High school students performing at the proficient level:
use the Periodic Table to determine the properties of elements and the ways they combine;
given a variable, predict whether reactions will speed up or slow down as conditions change;
balance simple chemical equations;
describe chemical, physical, and nuclear changes at the atomic and macroscopic levels;
calculate velocity, acceleration, force, work, energy, and power given the formulas;
given the forces acting on an object, predict its motion using Newton’s Laws;
apply the Law of Conservation of energy to show energy changes from potential to kinetic in doing
work;
describe how characteristics of waves are related to one another;
describe electrical effects in terms of motion and concentrations of charged particles.
Basic
High school students performing at the basic level:
use the Periodic Table to determine the properties of the 1st 18 elements;
provide the coefficients for an unbalanced synthesis or decomposition equation;
identify chemical and physical changes at the macroscopic level;
calculate velocity and force given the formulas;
given an example, identify which of Newton’s Laws is illustrated;
identify the characteristics of waves;
identify electricity as movement of charged particles.
Core High School Nature of Science
Standards, Supporting Skills, Assessments, and Resources
Indicator 1: Understand the nature and origin of scientific knowledge.
Bloom’s
Taxonomy
Level
Standard
Supporting Skills Assessments Resources
(Evaluation)
9-12.N.1.1. Students are able
to evaluate a scientific
discovery to determine and
describe how societal,
cultural, and personal beliefs
influence scientific
investigations and
interpretations.
Scientific Research
Types of Investigations
- pure research vs.
applied research
Examples: telescope, birth control
pill, penicillin, electricity
Recognize scientific
knowledge is not merely a set
of static facts but is dynamic
and affords the best current
explanations.
Examples: spontaneous
generation, relativity,
geologic time
Discuss how progress in
science can be affected by
social issues.
Chapter 1 & 2
Indicator 2: Apply the skills necessary to conduct scientific investigations.
Bloom’s
Taxonomy
Level
Standard
Supporting Skills Assessments Resources
(Synthesis)
9-12.N.2.1. Students are
able to apply science process
skills to design and conduct
student investigations.
Identify the questions
and concepts to guide
the development of
hypotheses.
Analyze primary
sources of information
to guide the
development of the
procedure.
Select and use
appropriate
instruments to extend
observations and
measurements.
Revise explanations
and models based on
evidence and logic.
Use technology and
mathematic skills to
Scientific Method
Systematic Approach
- observation
(qualitative vs.
quantitative)
- hypothesis
- experiments
(independent vs.
dependent variable vs.
control)
- conclusion
representing data
graphs
- bar vs. circle vs. line
line graphs
interpreting graphs
investigation
- Density (accuracy vs.
Chapter 1 & 2
enhance investigations,
communicate results,
and defend
conclusions.
Examples:
Computer-based data
collection
Graphical analysis and
representation
Use appropriate
technology to display
data (i.e. spreadsheets,
PowerPoint, web).
precision)
- open-ended density
(Application)
9-12.N.2.2. Students are able
to practice safe and effective
laboratory techniques.
Handle hazardous
materials properly.
Use safety
equipment
correctly.
Practice emergency
procedure.
Wear appropriate
attire.
Lab safety
Chapter 1 & 2
Practice safe
behaviors.
Core High School Nature of Science
Performance Descriptors
Advanced
High school students performing at the advanced level:
given a scientific discovery, evaluate how different societal, cultural, and personal beliefs influenced
the investigation and its interpretation;
design and conduct an investigation using an alternative student- developed hypothesis.
Proficient
High school students performing at the proficient level:
given a scientific discovery narrative, determine and describe how societal, cultural, and personal
beliefs influenced the investigation and its interpretation;
describe the role of observation and evidence in the development and modification of hypotheses,
theories, and laws; then apply science process skills to design and conduct student investigations.
Basic
High school students performing at the basic level:
describe the role of observation in the development of hypotheses, theories, and laws and conduct
student investigations;
given a scientific discovery narrative, identify the cultural and personal beliefs that influenced the
investigation.
Core High School Science, Technology, Environment, and Society
Standards, Supporting Skills, and Examples
Indicator 1: Analyze various implications/effects of scientific advancement within the environment and society.
Bloom’s
Taxonomy
Level
Standard
Supporting Skills Assessments Resources
(Application)
9-12.S.1.1. Students are able
to explain ethical roles and
responsibilities of scientists
and scientific research.
Examples:
Sharing of data
Accuracy of data
Acknowledgement of
sources
Following laws
Animal research
Human research
Managing hazardous
materials and wastes
Units of Measurement
SI units
Base units
Derived units
- density
temperature
- Kelvin vs. Celsius
Scientific Notation
Addition/subtraction with
scientific notation
Multiplication/division with
scientific notation
dimensional analysis
reliability of measurements
precision vs. Accuracy
Chapter 1
- percent error
significant figures
rounding numbers
(Evaluation)
9-12.S.1.2. Students are able
to evaluate and describe the
impact of scientific
discoveries on historical
events and social, economic,
and ethical issues.
Examples: cloning, stem
cells, gene splicing, nuclear
power, patenting new life
forms, emerging diseases,
AIDS, resistant forms of
bacteria, biological and
chemical weapons, global
warming, and alternative
fuels
Indicator 2: Analyze the relationships/interactions among science, technology, environment, and society.
Bloom’s
Taxonomy
Level
Standard
Supporting Skills Assessments Resources
(Evaluation) 9-12.S.2.1. Students are able
to describe immediate and
Benefits of Chemistry
Examples: environmental,
Chapter 1 & 2
long-term consequences of
potential solutions for
technological issues.
communication, internet,
entertainment, construction,
manufacturing, power and
transportation, energy sources,
health technology, and
biotechnology issues
Describe how the pertinent
technological system
operates.
Example: waste management facility
(Analysis)
9-12.S.2.2. Students are able
to analyze factors that could
limit technological design.
Examples: ethics,
environmental impact,
manufacturing processes,
operation, maintenance,
replacement, disposal, and
liability
(Synthesis)
9-12.S.2.3. Students are able
to analyze and describe the
benefits, limitations, cost, and
consequences involved in
using, conserving, or
recycling resources.
Examples: mining, agriculture,
medicine, school science labs,
forestry, energy, disposable diapers,
computers, tires
Core High School Science Technology, Environment, and Society
Performance Descriptors
Advanced
High school students performing at the advanced level:
modify a technology taking into consideration limiting factors of design;
given a narrative of a scientific discovery, defend a position on the impact of the ethical issues.
Proficient
High school students performing at the proficient level:
given a narrative of a scientific discovery, identify and evaluate the immediate and long-term
consequences of scientific issues;
identify and explain ethical roles and responsibilities of scientists conducting a given research project.;
evaluate factors that could limit technological design;
given a narrative description of a resource, analyze and describe the benefits, limitations, cost, and
consequences involved in its use, conservation, or recycling.
Basic
High school students performing at the basic level:
given a narrative of a scientific discovery, identify the immediate consequences of scientific issues;
identify ethical roles and responsibilities concerning a given research project;
identify factors that could limit technological design;
given a narrative description of a resource, describe a benefit and limitation involved in its use,
conservation, or recycling.